Graduate-level writing has a number of differences in comparison to other levels of academic writing. Graduate-level writing is highly formal. It minimally uses colloquialisms as well as contractions wherever possible (Kim, Ablert, & Sihn, 2014). Additionally, it avoids the incorporation of slang or any casual language unless it is for emphasis purposes. Graduate-level writing does not employ the usage of the first-person language. It makes writing subjective, which is highly shunned in graduate-level writing. Proper diction is encouraged. This is because it ensures that the message being advanced in the written work is relatable and understandable, depending on the target audience (Kim, Ablert, & Sihn, 2014). Clichés ought to be avoided as they serve to detract rather than add value to the formal content. The clichés work best for less formal writing such as blogging where popular phrases spark interest and background engagement.
The graduate-level writing embraces the logical flow of information from one section to the subsequent one. This is dependent on the formatting styles used to this effect. For instance, scientific papers use a number of parts such as abstract, introduction, methods, data analysis, discussion, results, and conclusions (Kim, Ablert, & Sihn, 2014). The proper syntax is mandatory in this form of writing. This means that there must be an appropriate arrangement of words and phrases to ensure that information is relayed most understandably and logically. This integral to avoid perceptual issues for many professional engagements.
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The graduate-level writing ought to have arguments that are evidence-based or that are easily verifiable. Textual evidence can be drawn from scholarly articles, books, and also credible papers (Kim, Ablert, & Sihn, 2014). The evidence gathered must be synthesized without distorting the intended themes and message. Where ideas are borrowed, it is prudent that individuals focus on citing sources for future reference by a reader. This is fundamental in the avoidance of plagiarism which affects a writer’s intellectual integrity.
Reference
Kim, R., Ablert, L. R., & Sihn, H. G. (2014). Reading, Writing, and Discussing at the Graduate Level: A Guidebook for International Students . Lanham, MD: University Press of America.
